Out-of-school time STEM program: Students' attitudes toward and career interests in mathematics and science
Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factor...
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| Main Authors: | , , , , |
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| Format: | EJournal Article |
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Institute of Advanced Engineering and Science,
2019-06-01.
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| Online Access: | Get fulltext |
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| LEADER | 02577 am a22003253u 4500 | ||
|---|---|---|---|
| 001 | IJERE_18702_12860 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Saw, Guan |e author |
| 100 | 1 | 0 | |a American Educational Research Association, US National Science Foundation, Vice President for Research, Economic Development and Knowledge Enterprise at the University of Texas at San Antonio |e contributor |
| 700 | 1 | 0 | |a Swagerty, Brendan |e author |
| 700 | 1 | 0 | |a Brewington, Shon |e author |
| 700 | 1 | 0 | |a Chang, Chi-Ning |e author |
| 700 | 1 | 0 | |a Culbertson, Ryan |e author |
| 245 | 0 | 0 | |a Out-of-school time STEM program: Students' attitudes toward and career interests in mathematics and science |
| 260 | |b Institute of Advanced Engineering and Science, |c 2019-06-01. | ||
| 500 | |a https://ijere.iaescore.com/index.php/IJERE/article/view/18702 | ||
| 520 | |a Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was positively associated with students' attitudes toward math and interests in math-related careers, whereas the effects on students' attitudes toward science and career interests in science were negligible. No evidence was found to suggest that the associations between PREP participation and student motivational factors in math and science differed by gender, race/ethnicity, or socioeconomic status. | ||
| 540 | |a Copyright (c) 2019 Institute of Advanced Engineering and Science | ||
| 540 | |a http://creativecommons.org/licenses/by-nc/4.0 | ||
| 546 | |a eng | ||
| 690 | |a Middle school students; Multiple regression; STEM motivation; STEM summer program | ||
| 655 | 7 | |a info:eu-repo/semantics/article |2 local | |
| 655 | 7 | |a info:eu-repo/semantics/publishedVersion |2 local | |
| 655 | 7 | |2 local | |
| 786 | 0 | |n International Journal of Evaluation and Research in Education (IJERE); Vol 8, No 2: June 2019; 356-362 | |
| 786 | 0 | |n 2620-5440 | |
| 786 | 0 | |n 2252-8822 | |
| 786 | 0 | |n 10.11591/ijere.v8i2 | |
| 787 | 0 | |n https://ijere.iaescore.com/index.php/IJERE/article/view/18702/12860 | |
| 856 | 4 | 1 | |u https://ijere.iaescore.com/index.php/IJERE/article/view/18702/12860 |z Get fulltext |